Založba Univerze v Ljubljani / University of Ljubljana Press
Doi
Abstract
The increasing number of young people participating in adult education programmes has, in the recent years, raised the question of transfer from regular education system to labour market where a large proportion of young people remain socially marginalized and isolated. Young people in adult education are a special target group; in order to plan educational programmes properly, we need to be familiar with their specific characteristics. The article, on the level of a statistical data outline and its paradoxes, introduces the category of young people in adult education as an impact of system factors, and defines related problems in the register, which - for more thorough understanding - dictates sociologically and anthropologically directed analytical approach. The first effect of this, not solely pedagogical view, is presented in the second part of the article, where Mrgole proposes an analysis of educational needs definition and its dangerous consequences in original planning of educational programmes. The concluding part takes a wider perspective and treats the factors of early school-leaving of young people, taking into consideration direct experience in experimental educational programmes for the young. The article ends with an outline of basic elements which the planners of andragogical educational programmes intended for young people should consider in their planning to achieve effective curricula.Povečano vključevanje mladih v andragoške izobraževalne programe je v zadnjih letih opozorilo na problematiko prehajanja med rednim izobraževalnim sistemom in trgom delovne sile, pri katerem velik delež mladih ostane v položaju družbene marginaliziranosti in brezperspektivne izolacije. Mladi so v izobraževanju odraslih posebna ciljna skupina, zato moramo za načrtovanje izobraževalnih programov poznati njihove specifične značilnosti. Prispevek na ravni prikaza razpoložljivih statističnih podatkov in njihovih paradoksov vpeljuje kategorijo mladih v izobraževanju odraslih kot učinek sistemskih dejavnikov in utemeljuje problematiko v registru, ki za poglobljeno razumevanje narekuje sociološko in antropološko usmerjen analitični pristop. Kot prvi učinek ne le pedagoškega po gleda je v drugem delu članka prikazana analiza ideologije določanja izobraževalnih potreb in njenih nevarnih konsekvenc v izhodiščnem načrtovanju izobraževalnih programov. Kot posledica temeljitejšega premisleka o dejavnikih mladinskega šolskega osipa in upoštevaje izkušnje eksperimentalnega izobraževalnega programa za mlade so v sklepnem delu prikazani temeljni elementi, ki bi jih morali načrtovalci andragoških izobraževalnih programov za mlade vključiti v načrtovanje učinkovitega kurikuluma
